Análisis de la Implementación de las TIC en la Enseñanza de las Escuelas de Armas y Servicios del Comando de Educación y Doctrina del Ejército, 2024
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2025-11-17
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Escuela Superior de Guerra del Ejército. Escuela de Posgrado
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Esta investigación cualitativa se centra en cómo se están implementando las Tecnologías de la Información y la Comunicación (TIC) en los procesos de enseñanza en las Escuelas de Armas y Servicios (EEAASS) del Comando de Educación y Doctrina del Ejército (COEDE). Mediante entrevistas semiestructuradas, observaciones directas y un análisis de documentos, se examinan las percepciones, prácticas y desafíos que enfrentan los docentes al utilizar las TIC en un entorno militar caracterizado por estructuras rígidas y recursos tecnológicos limitados. El análisis temático de los datos revela que, aunque existe una predisposición favorable hacia el uso de tecnologías digitales, su integración pedagógica sigue siendo parcial y dependiente de iniciativas individuales, debido a brechas en las competencias digitales docentes, insuficiente infraestructura y la ausencia de lineamientos institucionales que orienten el uso didáctico de las TIC. Asimismo, se identifica que la adopción tecnológica no solo requiere recursos, sino también una articulación coherente entre pedagogía, cultura organizacional y fortalecimiento de capacidades profesionales. A partir de estos hallazgos, se propone una estrategia de intervención que incluye programas de formación docente, mejoras en la infraestructura tecnológica y la formulación de un marco normativo institucional que permita consolidar una cultura de innovación educativa sostenible en la educación militar.
This qualitative study examines how Information and Communication Technologies (ICT) are being implemented in the teaching processes of the Schools of Arms and Services (EEAASS) under the Army’s Education and Doctrine Command (COEDE). Through semi-structured interviews, direct observations, and document analysis, the research explores the perceptions, practices, and challenges faced by instructors when using ICT within a military training environment characterized by rigid structures and limited technological resources. The thematic analysis of the data reveals that, although there is a favorable predisposition toward the use of digital tools, their pedagogical integration remains partial and dependent on individual initiatives due to gaps in teachers’ digital competencies, insufficient infrastructure, and the absence of institutional guidelines for the pedagogical use of ICT. The findings also indicate that technological adoption requires not only resources but also a coherent alignment between pedagogy, organizational culture, and the strengthening of professional capacities. Based on these insights, the study proposes an intervention strategy that includes specialized teacher-training programs, improvements in technological infrastructure, and the development of an institutional regulatory framework aimed at fostering a sustainable culture of educational innovation within military education.
This qualitative study examines how Information and Communication Technologies (ICT) are being implemented in the teaching processes of the Schools of Arms and Services (EEAASS) under the Army’s Education and Doctrine Command (COEDE). Through semi-structured interviews, direct observations, and document analysis, the research explores the perceptions, practices, and challenges faced by instructors when using ICT within a military training environment characterized by rigid structures and limited technological resources. The thematic analysis of the data reveals that, although there is a favorable predisposition toward the use of digital tools, their pedagogical integration remains partial and dependent on individual initiatives due to gaps in teachers’ digital competencies, insufficient infrastructure, and the absence of institutional guidelines for the pedagogical use of ICT. The findings also indicate that technological adoption requires not only resources but also a coherent alignment between pedagogy, organizational culture, and the strengthening of professional capacities. Based on these insights, the study proposes an intervention strategy that includes specialized teacher-training programs, improvements in technological infrastructure, and the development of an institutional regulatory framework aimed at fostering a sustainable culture of educational innovation within military education.
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educación militar, tecnologías digitales, competencias docentes, innovación educativa, military education, digital technologies, teacher competencies, educational innovation